title: Functional analysis and treatment of problem behavior in early education classrooms.
abstract: We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in decreasing problem behavior and increasing appropriate behavior. We discuss the utility of classroom-based FAs and potential compromises to experimental control.
authors.affiliation: UNIVERSITY OF KANSAS.
authors.forename: Brian D
authors.initials: BD
authors.lastname: Greer
authors.forename: Pamela L
authors.initials: PL
authors.lastname: Neidert
authors.forename: Claudia L
authors.initials: CL
authors.lastname: Dozier
authors.forename: Steven W
authors.initials: SW
authors.lastname: Payne
authors.forename: Kimberley L M
authors.initials: KL
authors.lastname: Zonneveld
authors.forename: Amy M
authors.initials: AM
authors.lastname: Harper
mesh_terms: D001521:Behavior Therapy / Q000379:methods*; D001526:Behavioral Symptoms / Q000523:psychology / Q000628:therapy*; D002675:Child, Preschool; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D005260:Female; D006801:Humans; D007223:Infant; D008297:Male; D012054:Reinforcement, Psychology
keywords: classroom; function-based treatment; functional analysis; preschool children; problem behavior